Includes bibliographical references / M.S. Florida State College for Women 1933

In our culture the ability to read holds an eminent position. Many of the ordinary practices of daily living are associated with reading. Comprehending labels, bank statements, signs, bill boards, newspapers, books, and letters are but a few of the items encountered by individuals daily. For successful: existence in society, each individual must be able to read with sufficient comprehension to enable him to carry on the normal procedures of life. The reading program of the schools has been a topic of extensive investigation in recent years. Educators, lay people, parents and students have discussed the methods and procedures employed in the present reading programs. Much emphasis in the discussions has been placed upon the youngsters in school who are not progressing at a rate associated with a particular grade level. / Typescript. / "June 1957." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references (leaves 50-52).

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This study was conducted in order to simultaneously compare the relative effectiveness of three different language training models (total communication sign training, nonverbal sign-alone training, oral (vocal) training), for teaching expressive language skills to three nonverbal children. A single subject, simultaneous treatment (multi-element) design with replication within and across subjects, was used to compare the rate of expressive word acquisition across training models. Results showed the total communication training model to be substantially superior to both oral and sign-alone" training models, and suggest that the use of physical prompts combined with multi-sensory inputs provide a basis for the demonstrated success.

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The deinstitutionalization movement has challenged administrators and professionals to develop new methods of providing services to handicapped clients who reside in geographically dispersed areas. Geographic dispersion limits the frequency of direct contact with clients and increases dependency on parents or paraprofessionals for program implementation and data collection. A difficulty is that these direct service providers' program implementation or data collection efforts may be reinforced infrequently. This problem may be especially acute when the service recipients are severely or profoundly handicapped. Such individuals have slow rates of learning thus making it difficult for the service providers to discern progress.

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